Assessment of Pedagogical Content Knowledge in Audiovisual Education: Instruments, Methods, and Challenges in Ecuador, Colombia, and Chile

Abstract

Pedagogical content knowledge (PCK) integrates disciplinary knowledge with the pedagogical skills necessary for meaningful teaching, enabling educators to transform specific content into accessible and relevant learning experiences. In Ecuador, Colombia, and Chile, this construct has been particularly valued in audiovisual education, where the integration of technical and pedagogical knowledge is fundamental for teacher training and professional performance. The systematic review conducted between 2015 and 2025 considered both pre-service and in-service teachers, as well as professionals involved in audiovisual education across various formal and informal educational settings. Multiple methods, techniques, and instruments were identified to assess PCK, all contributing to the optimisation of pedagogical practices and the enhancement of educational quality. The appropriate application of these resources facilitates the establishment of baseline measures to design more effective training programmes, conduct ongoing evaluations of teacher performance, and provide relevant data for research and the development of context-sensitive educational policies. Overall, a thorough understanding and rigorous use of these instruments ensure teacher training that is pertinent and tailored to the cultural and educational particularities of each country, promoting pedagogical innovation and professional development within the audiovisual field.